Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607163
Title: Walking a linguistic tightrope: learner development in writing job application letters
Author: Portman, Daniel
ISNI:       0000 0004 5362 2874
Awarding Body: Open University
Current Institution: Open University
Date of Award: 2014
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Abstract:
This thesis focuses on tracking the development of 17 tertiary English language learners (ELLs) studying how to write job application letters. The research took place within the context of a Business Writing in English module, in which the pedagogy was informed by a Systemic Functional Linguistics (SFL) approach to genre. While much genre-based research in educational settings examines pedagogic practices, Cheng (2006) urges genre researchers to focus on learner development. In this project, learner development in writing job application letters was of interest for two reasons: (a) the letters were new to the learners, in the project's national context and (b) the letters required the complex task of both: demonstration of suitability for jobs and maintenance of appropriate social relations with presumed readers. Within their coursework, the 17 learner-participants wrote three job application letters, in response to three job advertisements, at three points in time. For the 17 participants, demonstration of suitability for the jobs was examined. For three of these participants, a mor.e detailed analysis was carried out, concerning their man.agement of social relations with their presumed readers. Analysis for tracking development was informed by SFL and focussed on the lexicogrammatical and register strata, in relation to the generic staging of a job application letter. Participant interviews and feedback from Human Resources professionals supplemented the linguistic analyses. From the findings, three main conclusions are drawn and presented with reference to Halliday's (2004) language learning triad: (a) 'learning language' - genre development can be seen through the participants' appropriate expansion, organisation, and variation of repertoire; (b) 'learning through language' - genre development can be seen through the participants' 'resemiotisation' (ledema, 2003) of themselves as job applicants; (c) 'learning about language' - genre development can be seen through the participants' demonstration of 'practical' and 'discursive' knowledge (Giddens, 1984). Based on insights from the research, policy and practice implications are offered. Finally, further research directions are suggested.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.607163  DOI: Not available
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